Welcome! This is the Year 10 Biology Page for Separate Science IGCSE (CIE)
Central Resources Pages - Biology Separates.
Unit and Topic
Learning Outcomes
Resources
What have you produced towards these learning outcomes? What other resources do you have to help you with these outcomes?
Reflection
How far are you towards meeting these outcomes?
What went well?
What could have been better?
Targets
What do you need to do to achieve these outcomes?
What are your next steps?
Follow up
What have you done to follow up these targets?
What is the evidence of this?
Comments
Charactersistics of Living Organisms
1. Charactersistics of Living Organisms
List and describe the characteristics of living organisms. Define the terms:
• nutrition as taking in of nutrients which are organic substances and mineral ions, containing raw materials or energy for growth and tissue repair, absorbing and assimilating them==== ==== • excretion as removal from organisms of toxic materials, the waste products of metabolism (chemical reactions in cells including respiration) and substances in excess of requirements==== ==== • respiration as the chemical reactions that break down nutrient molecules in living cells to release energy==== ==== • sensitivity as the ability to detect or sense changes in the environment (stimuli) and to make responses==== ====
• reproduction as the processes that make more of the same kind of organism
• growth as a permanent increase in size and dry mass by an increase in cell number or cell size or both==== ====
• movement as an action by an organism or part of an organism causing a change of position or place
To memorize these definitions, I use " MRS GREN" to help me remember all of them. Besides the textbook, other resource I've used were the Internet=> as by looking up these terms, it had helped me understand it more.
Moreover, as this had been a topic studied in year 7/8, using mnemonics had really consolidated my knowledge, helping me to progress in deeper ideas of the topic.
With the mnemonic of MRS GREN, I've remembered the 7 life processes meanings. Though it's not identical to the definition in the book, I can paraphrase it, conveying it in my own words.
What worked well for me was looking up unknown words, and getting quizzed in class. Everything from the cue cards, partner games, online cross words/match the pairs and other interactive games, have helped me remember more as such stimulation makes Biology seem more enjoyable. Commendations
that came with this encouraged us to work harder in order to achieve those prizes.
Improvements could've been more experiments with the microscope to enhance our practical skills and create more unique experiences observing organisms.
I would need to
constantly revise the terms of the 7 life processes, in order to remember it for next year's exam and be confident in it.
My next steps would be to find new, efficient ways of revising, like creating more cross words, playing interactive games on the web, playing in teams for class competitions,
etc.
I've went on many sites like puzzle-maker.com to make a crossword, and test my self . By doing so, I've managed to remember the almost-full definitions of the processes. As my score improve on these internet games, hopefully, my knowledge will too.
Personally, I think this section is mostly memorizing the definitions, and though it's a short section, it's important for me to revise it properly; as it contributes fundamentally in the understanding
of organic organisms.
2.1 Classification and diversity of living organisms
Core
• Define and describe the binomial system of namingspecies as a system in which the scientific name of an
organism is made up of two parts showing the genus
and species
• List the main features of the following vertebrates:
bony fish, amphibians, reptiles, birds and mammals
As this section is new to me, I've made notes of it in my folio, and did the summary questions to ensure my understanding of it.
I've also used the internet to research some of this bionomial names, and looked up pictures of these organisms for further identification.
The vertebrate section was like a revision, so our class used online games.
I am quite confident now in this section, especially when I can remember the definition of bionomial system and the order of classifying an organism.
What worked well was making the cue cards on the main features of vertebrates, and getting peer-assessed on how much we remember those features. This helped massively on consolidating forgettable ideas like these.
Improvements: include more team games to push us into remembering these facts.
My next steps would be similar to the ones above, especially gaining more confidence,speed
and accuracy when I have to list the features down.
Through practice, my speed has gotten quicker, hence I hope my target will soon be achieved. I will keep doing interactive games to stimulate my knowledge into remembering
these for long term.
Despite the vertebrate classification being a revision, the bionomial
system has been something new to me.I found this interesting, therefore, it appeared as quite useful topic to me. Hopefully, I will be able to use this knowledge for further reference later on.
Supplement
• Know that there are other classification
systems e.g. cladistics (based on RNA/
DNA sequencing data)
• List the main features used in the
classification of the following groups:
viruses, bacteria and fungi, and their
adaptation to the environment, as
appropriate
Genetics and mircoorganisms
had always been a part of my interests. Besides doing summary questions, I drawn my own diagrams on the micro-organism, labelling it and then comparing it to the textbook to check my answers. This personal test had helped me memorize it.
Similar to above, I've been able to name the main features of these organisms, meeting most of the criteria.
Also by playing board games, and partner reading, the stimulation created had triggered me into revising this knowledge further in order to win commendations.
I would continue to look up unknown definitions, enhance my memory through online games and revise constantly.
I'm quite confident, yet I still need to revise again to avoid missing out any essential point; as I'm still trying to memorize it.
More effective revision will help strengthen my knowledge in this area.
2.2 Adaptations of organisms to their environment
(to be illustrated by examples wherever possible)
Core
• List the main features used in the classification of the
following groups: flowering plants (monocotyledons
and eudicotyledons (dicotyledons)), arthropods (insects,
crustaceans, arachnids and myriapods), annelids,
nematodes and molluscs
As it's a new chapter for me, I'm still trying to revise the facts more often. I've taken down main points on cue cards and did the summary questions to consolidate the main facts.
I'm proud of 100% on the quiz in class. These quizzes often encourage me to try summarizing the texts, for more effective memorization of key points. Group reading stimulates me, making Biology a more enjoyable subject.
Putting it in tables, labelling diagrams and highlighting main features, then testing myself over again and again to make sure I remember.
I'm okay with the classification
of arthropods, however, flowering plants is still hard for me, I'll just re-read it and do more interactive activities to get my head around it.
Hopefully, these targets will soon be handy to me, by making this section more memorable.
3. Simple Keys
Core
• Use simple dichotomous keys based on easily
identifiable features
I've done most of the summary questions and tried out the classification key to make sure I understood it.
I find this interesting so I'm keen to do interactive games on it in class next lesson.
I will experiment with other organisms and trying to create my own key, in order to help my understanding of its function.
I'm okay with this, just need to make sure I don't make errors whilst using this.
This section is quite straightforward,
however I'll still revise it properly.
Section II: Organisation and maintenance of the organism
1. Cell Structure and Organisation
Core
• State that living organisms are made of cells
• Identify and describe the structure of a plant cell
(palisade cell) and an animal cell (liver cell), as
seen under a light microscope
• Describe the differences in structure between
typical animal and plant cells
Supplement
• Relate the structures seen under the light
microscope in the plant cell and in the animal
cell to their functions
2. Levels of Organisation
Core
• Relate the structure of the following to their
functions:
• ciliated cells – in respiratory tract
• root hair cells – absorption
• xylem vessels – conduction and support
• muscle cells – contraction
• red blood cells – transport
Define:
•tissue as a group of cells with similarstructures, working together to perform a shared function
•organ as a structure made up of a group oftissues, working together to perform specific
functions
•organ system as a group of organs withrelated functions, working together to perform body functions using examples covered in Sections II and III
3. Size of Specimens
Core
• Calculate magnification and size of biological
specimens using millimetres as units
4. Movement in and out of cells
4.1 Diffusion
Core
• Define diffusion as the net movement ofmolecules from a region of their higher concentration to a region of their lower concentration down a concentration gradient, as a result of their random movement
• Describe the importance of diffusion of gases and solutes and of water as a solvent
4.2 Active Transport
Supplement
• Define active transport as movement of ions in orout of a cell through the cell membrane, from a
region of their lower concentration to a region of
their higher concentration against a concentration
gradient, using energy released during respiration
• Discuss the importance of active transport as an
energy-consuming process by which substances
are transported against a concentration gradient,
e.g. ion uptake by root hairs and uptake of
glucose by epithelial cells of villi
4.3 Osmosis
Core
• Define osmosis as the diffusion of watermolecules from a region of their higher
concentration (dilute solution) to a region
of their lower concentration (concentrated
solution), through a partially permeable
membrane
• Describe the importance of osmosis in the
uptake of water by plants, and its effects on
plant and animal tissues
• Describe and explain the importance of a water
potential gradient in the uptake of water by plants
5. Enzymes
Core
• Define the term catalyst as a substance thatspeeds up a chemical reaction and is not
changed by the reaction
• Define enzymes as proteins that function asbiological catalysts
• Investigate and describe the effect of changes in
temperature and pH on enzyme activity
Supplement
• Explain enzyme action in terms of the ‘lock
and key’ model
• Explain the effect of changes in temperature
and pH on enzyme activity
• Describe the role of enzymes in the
germination of seeds, and their uses in
biological washing products and in the food
industry (including pectinase and fruit juice)
• Outline the use of microorganisms and
fermenters to manufacture the antibiotic
penicillin and enzymes for use in biological
washing powders
• Describe the role of the fungus Penicillium inthe production of antibiotic penicillin
6. Nutrition
Core
• Define nutrition as taking in of nutrientswhich are organic substances and mineral
ions, containing raw materials or energy
for growth and tissue repair, absorbing and
assimilating them
6.1 Nutrients
Core
• List the chemical elements that make up:
• carbohydrates
• fats
• proteins
• Describe the synthesis of large molecules from
smaller basic units, i.e.
• simple sugars to starch and glycogen
• amino acids to proteins•fatty acids and glycerol to fats and oils
• Describe tests for:
• starch (iodine solution)
• reducing sugars (Benedict’s solution)
• protein (biuret test)
• fats (ethanol)
• List the principal sources of, and describe the
importance of:
• carbohydrates
• fats
• proteins
• vitamins (C and D only)
• mineral salts (calcium and iron only)
• fibre (roughage)
• water
• Describe the deficiency symptoms for:
• vitamins (C and D only)
• mineral salts (calcium and iron only)
6.2.1 Photosynthesis
Core
• Define photosynthesis as the fundamentalprocess by which plants manufacture
carbohydrates from raw materials using energy
from light
• State the word equation for the production of
simple sugars and oxygen
• Investigate the necessity for chlorophyll, light
and carbon dioxide for photosynthesis, using
appropriate controls
• Describe the intak
e of carbon dioxide and water
by plants
• Explain that chlorophyll traps light energy and
converts it into chemical energy for the formation
of carbohydrates and their subsequent storage
Supplement
• State the balanced equation for
photosynthesis in symbols
• Investigate and state the effect of varying light
intensity, carbon dioxide concentration and
temperature on the rate of photosynthesis
(e.g. in submerged aquatic plants)
• Define the term limiting factor as somethingpresent in the environment in such short
supply that it restricts life processes
• Explain the concept of limiting factors in
photosynthesis
• Explain the use of carbon dioxide enrichment,
optimum light and optimum temperatures in
glasshouse systems
6.2.2 Leaf structure
Core
• Identify and label the cuticle, cellular and tissue
structure of a dicotyledonous leaf, as seen in
cross-section under the light microscope, and
describe the significance of these features in
terms of functions, to include:
• distribution of chloroplasts – photosynthesis
• stomata and mesophyll cells – gas exchange
• vascular bundles (xylem and phloem) – transport
and support
6.2.3 Mineral requirements
Core
• Describe the importance of:
• nitrate ions for protein synthesis
• magnesium ions for chlorophyll synthesis
• Describe the uses, and the dangers of overuse,
of nitrogen fertilisers
Supplement
• Explain the effects of nitrate ion and
magnesium ion deficiency on plant growth
6.3 Animal nutrition
6.3.1 Diet
Core
• State what is meant by the term balanced diet
and describe a balanced diet related to age, sex
and activity of an individual
• Describe the effects of malnutrition in relation to
starvation, coronary heart disease, constipation
and obesity
6.3.2 Food supply
Core
• Discuss ways in which the use of modern
technology has resulted in increased food
production (to include modern agricultural
machinery, chemical fertilisers, pesticides and
herbicides, artificial selection)
Supplement
• Discuss the problems of world food supplies
• Discuss the problems which contribute to
famine (unequal distribution of food, drought
and flooding and increasing population)
6.3.3 Human alimentary canal
Core
• Define ingestion as taking substances (e.g.food, drink) into the body through the mouth
• Define egestion as passing out of food that hasnot been digested, as faeces, through the anus
• Identify the main regions of the alimentary canal
and associated organs including mouth, salivary
glands, oesophagus, stomach, small intestine:
duodenum and ileum, pancreas, liver, gall
bladder, large intestine: colon and rectum, anus
• Describe the functions of the regions of the
alimentary canal listed above, in relation to
ingestion, digestion, absorption, assimilation
and egestion of food (cross reference 6.3.4,
6.3.5, 6.3.6 and 6.3.7)
6.3.4 Mechanical and physical digestion
Core
• Define digestion as the break-down of large,insoluble food molecules into small, watersoluble
molecules using mechanical and
chemical processes
• Identify the types of human teeth and describe
their structure and functions
• State the causes of dental decay and describe
the proper care of teeth
• Describe the process of chewing
• Describe the role of longitudinal and circular
muscles in peristalsis
• Outline the role of bile in emulsifying fats,
to increase the surface area for the action of
enzymes
Supplement
• Describe how fluoride reduces tooth decay and
explain arguments for and against the addition
of fluoride to public water supplies
6.3.5 Chemical digestion
Core
• State the significance of chemical digestion in
the alimentary canal in producing small, soluble
molecules that can be absorbed
• State where, in the alimentary canal, amylase,
protease and lipase enzymes are secreted
• State the functions of a typical amylase, a
protease and a lipase, listing the substrate and
end-products
6.3.6 Absorption
Core
• Define absorption as movement of digestedfood molecules through the wall of the intestine
into the blood or lymph
• Identify the small intestine as the region for the
absorption of digested food
• Describe the significance of villi in increasing
the internal surface area of the small intestine
Supplement
• Describe the structure of a villus, including the
role of capillaries and lacteals
• State the role of the hepatic portal vein in the
transport of absorbed food to the liver
• Identify the role of the small intestine and
colon in absorption of water (the small intestine
absorbs 5–10 dm 3 per day, the colon 0.3–0.5 dm 3per day)
6.3.7 Assimilation
Core
• Define assimilation as movement of digestedfood molecules into the cells of the body where
they are used, becoming part of the cells
• Describe the role of the liver in the metabolism
of glucose (glucose → glycogen) and aminoacids (amino acids → proteins and destructionof excess amino acids)
• Describe the role of fat as an energy storage
substance
Supplement
• Define deamination as removal of the nitrogen-containingpart of amino acids to form urea,
followed by release of energy from the
remainder of the amino acid
• State that the liver is the site of breakdown of
alcohol and other toxins
7. Transportation
7.1 Transport in plants
Core
• State the functions of xylem and phloem
• Identify the positions of xylem and phloem
tissues as seen in transverse sections of
unthickened, herbaceous, dicotyledonous roots,
stems and leaves
7.1.1 Water uptake
Core
• Identify root hair cells, as seen under the light
microscope, and state their functions
• State the pathway taken by water through root,
stem and leaf (root hair, root cortex cells, xylem,
mesophyll cells)
• Investigate, using a suitable stain, the pathway
of water through the above-ground parts
of a plant
Supplement
• Relate the structure and functions of root
hairs to their surface area and to water and ion
uptake
7.1.2 Transpiration
Core
• Define transpiration as evaporation of water atthe surfaces of the mesophyll cells followed by
loss of water vapour from plant leaves, through
the stomata
• Describe how water vapour loss is related to
cell surfaces, air spaces and stomata
• Describe the effects of variation of temperature,
humidity and light intensity on transpiration rate
• Describe how wilting occurs
Supplement
• Explain the mechanism of water uptake and
movement in terms of transpiration producing
a tension (‘pull’) from above, creating a water
potential gradient in the xylem, drawing
cohesive water molecules up the plant.
• Discuss the adaptations of the leaf, stem
and root to three contrasting environments,to include pond, garden and desert, with
emphasis on local examples (where
appropriate) and the factors described
in the core
7.1.3 Translocation
Core
• Define translocation in terms of the movementof sucrose and amino acids in phloem;
• from regions of production
• to regions of storage OR to regions of
utilisation in respiration or growth
Supplement
• Describe translocation throughout the plant
of applied chemicals, including systemic
pesticides
• Compare the role of transpiration and
translocation in the transport of materials from
sources to sinks, within plants at different
seasons
7.2 Transport in humans
Core
• Describe the circulatory system as a system of
tubes with a pump and valves to ensure one-way
flow of blood
• Describe the double circulation in terms of a
low pressure circulation to the lungs and a high
pressure circulation to the body tissues and
relate these differences to the different functions
of the two circuits
7.2.1 Heart
Core
• Describe the structure of the heart including the
muscular wall and septum, chambers, valves and
associated blood vessels
• Describe the function of the heart in terms of
muscular contraction and the working of the
valves
• Investigate, state and explain the effect of
physical activity on pulse rate
• Describe coronary heart disease in terms of
the blockage of coronary arteries and state the
possible causes (diet, stress and smoking) and
preventive measures
7.2.2 Arteries, veins and capillaries
Core
• Name the main blood vessels to and from the
heart, lungs, liver and kidney
• Describe the structure and
functions of arteries,
veins and capillaries
Supplement
• Explain how structure and function are related
in arteries, veins and capillaries
• Describe the transfer of materials between
capillaries and tissue fluid
7.2.3 Blood
Core
• Identify red and white blood cells as seen under
the light microscope on prepared slides, and in
diagrams and photomicrographs
• List the components of blood as red blood cells,
white blood cells, platelets and plasma
• State the functions of blood:
• red blood cells – haemoglobin and oxygen
transport
• white blood cells – phagocytosis and
antibody formation
• platelets – causing clotting (no details)
• plasma – transport of blood cells, ions,
soluble nutrients, hormones, carbon dioxide,
urea and plasma proteins
Supplement
• Describe the immune system in terms of
antibody production, tissue rejection and
phagocytosis
• Describe the function of the lymphatic
system in circulation of body fluids, and the
production of lymphocytes
• Describe the process of clotting (fibrinogen to
fibrin only)
8. Respiration
Core
• Define respiration as the chemical reactions thatbreak down nutrient molecules in living cells to
release energy
• State the uses of energy in the body of humans:
muscle contraction, protein synthesis, cell
division, active transport, growth, the passage
of nerve impulses and the maintenance of a
constant body temperature
Central Resources Pages - Biology Separates.
Unit and Topic
Learning Outcomes
Resources
What have you produced towards these learning outcomes? What other resources do you have to help you with these outcomes?
Reflection
How far are you towards meeting these outcomes?
What went well?
What could have been better?
Targets
What do you need to do to achieve these outcomes?
What are your next steps?
Follow up
What have you done to follow up these targets?
What is the evidence of this?
Comments
1. Charactersistics of Living Organisms
List and describe the characteristics of living organisms. Define the terms:
• nutrition as taking in of nutrients which are organic substances and mineral ions, containing raw materials or energy for growth and tissue repair, absorbing and assimilating them==== ====• excretion as removal from organisms of toxic materials, the waste products of metabolism (chemical reactions in cells including respiration) and substances in excess of requirements==== ====
• respiration as the chemical reactions that break down nutrient molecules in living cells to release energy==== ====
• sensitivity as the ability to detect or sense changes in the environment (stimuli) and to make responses==== ====
• reproduction as the processes that make more of the same kind of organism
• growth as a permanent increase in size and dry mass by an increase in cell number or cell size or both==== ====• movement as an action by an organism or part of an organism causing a change of position or place
Moreover, as this had been a topic studied in year 7/8, using mnemonics had really consolidated my knowledge, helping me to progress in deeper ideas of the topic.
What worked well for me was looking up unknown words, and getting quizzed in class. Everything from the cue cards, partner games, online cross words/match the pairs and other interactive games, have helped me remember more as such stimulation makes Biology seem more enjoyable. Commendations
that came with this encouraged us to work harder in order to achieve those prizes.
Improvements could've been more experiments with the microscope to enhance our practical skills and create more unique experiences observing organisms.
constantly revise the terms of the 7 life processes, in order to remember it for next year's exam and be confident in it.
My next steps would be to find new, efficient ways of revising, like creating more cross words, playing interactive games on the web, playing in teams for class competitions,
etc.
of organic organisms.
Core
• Define and describe the
binomial system
of namingspecies as a system in which the scientific name of an
organism is made up of two parts showing the genus
and species
• List the main features of the following vertebrates:
bony fish, amphibians, reptiles, birds and mammals
I've also used the internet to research some of this bionomial names, and looked up pictures of these organisms for further identification.
The vertebrate section was like a revision, so our class used online games.
What worked well was making the cue cards on the main features of vertebrates, and getting peer-assessed on how much we remember those features. This helped massively on consolidating forgettable ideas like these.
Improvements: include more team games to push us into remembering these facts.
and accuracy when I have to list the features down.
these for long term.
system has been something new to me.I found this interesting, therefore, it appeared as quite useful topic to me. Hopefully, I will be able to use this knowledge for further reference later on.
• Know that there are other classification
systems e.g. cladistics (based on RNA/
DNA sequencing data)
• List the main features used in the
classification of the following groups:
viruses, bacteria and fungi, and their
adaptation to the environment, as
appropriate
had always been a part of my interests. Besides doing summary questions, I drawn my own diagrams on the micro-organism, labelling it and then comparing it to the textbook to check my answers. This personal test had helped me memorize it.
Also by playing board games, and partner reading, the stimulation created had triggered me into revising this knowledge further in order to win commendations.
(to be illustrated by examples wherever possible)
Core
• List the main features used in the classification of the
following groups: flowering plants (monocotyledons
and eudicotyledons (dicotyledons)), arthropods (insects,
crustaceans, arachnids and myriapods), annelids,
nematodes and molluscs
of arthropods, however, flowering plants is still hard for me, I'll just re-read it and do more interactive activities to get my head around it.
Core
• Use simple dichotomous keys based on easily
identifiable features
however I'll still revise it properly.
Core
• State that living organisms are made of cells
• Identify and describe the structure of a plant cell
(palisade cell) and an animal cell (liver cell), as
seen under a light microscope
• Describe the differences in structure between
typical animal and plant cells
• Relate the structures seen under the light
microscope in the plant cell and in the animal
cell to their functions
Core
• Relate the structure of the following to their
functions:
• ciliated cells – in respiratory tract
• root hair cells – absorption
• xylem vessels – conduction and support
• muscle cells – contraction
• red blood cells – transport
•tissue
as a group of cells with similarstructures, working together to perform a shared function
•organ
as a structure made up of a group oftissues, working together to perform specific
functions
•organ system
as a group of organs withrelated functions, working together to perform body functions using examples covered in Sections II and III
Core
• Calculate magnification and size of biological
specimens using millimetres as units
4.1 Diffusion
Core
• Define diffusion
as the net movement ofmolecules from a region of their higher concentration to a region of their lower concentration down a concentration gradient, as a result of their random movement
• Describe the importance of diffusion of gases and solutes and of water as a solvent
Supplement
• Define
active transport
as movement of ions in orout of a cell through the cell membrane, from a
region of their lower concentration to a region of
their higher concentration against a concentration
gradient, using energy released during respiration
• Discuss the importance of active transport as an
energy-consuming process by which substances
are transported against a concentration gradient,
e.g. ion uptake by root hairs and uptake of
glucose by epithelial cells of villi
Core
• Define
osmosis
as the diffusion of watermolecules from a region of their higher
concentration (dilute solution) to a region
of their lower concentration (concentrated
solution), through a partially permeable
membrane
• Describe the importance of osmosis in the
uptake of water by plants, and its effects on
plant and animal tissues
potential gradient in the uptake of water by plants
Core
• Define the term
catalyst
as a substance thatspeeds up a chemical reaction and is not
changed by the reaction
• Define
enzymes
as proteins that function asbiological catalysts
• Investigate and describe the effect of changes in
temperature and pH on enzyme activity
• Explain enzyme action in terms of the ‘lock
and key’ model
• Explain the effect of changes in temperature
and pH on enzyme activity
• Describe the role of enzymes in the
germination of seeds, and their uses in
biological washing products and in the food
industry (including pectinase and fruit juice)
• Outline the use of microorganisms and
fermenters to manufacture the antibiotic
penicillin and enzymes for use in biological
washing powders
• Describe the role of the fungus
Penicillium
inthe production of antibiotic penicillin
Core
• Define
nutrition
as taking in of nutrientswhich are organic substances and mineral
ions, containing raw materials or energy
for growth and tissue repair, absorbing and
assimilating them
Core
• List the chemical elements that make up:
• carbohydrates
• fats
• proteins
• Describe the synthesis of large molecules from
smaller basic units, i.e.
• simple sugars to starch and glycogen
•
amino acids to proteins•fatty acids and glycerol to fats and oils
• starch (iodine solution)
• reducing sugars (Benedict’s solution)
• protein (biuret test)
• fats (ethanol)
• List the principal sources of, and describe the
importance of:
• carbohydrates
• fats
• proteins
• vitamins (C and D only)
• mineral salts (calcium and iron only)
• fibre (roughage)
• water
• Describe the deficiency symptoms for:
• vitamins (C and D only)
• mineral salts (calcium and iron only)
Core
• Define
photosynthesis
as the fundamentalprocess by which plants manufacture
carbohydrates from raw materials using energy
from light
• State the word equation for the production of
simple sugars and oxygen
• Investigate the necessity for chlorophyll, light
and carbon dioxide for photosynthesis, using
appropriate controls
• Describe the intak
e of carbon dioxide and water
by plants
• Explain that chlorophyll traps light energy and
converts it into chemical energy for the formation
of carbohydrates and their subsequent storage
• State the balanced equation for
photosynthesis in symbols
• Investigate and state the effect of varying light
intensity, carbon dioxide concentration and
temperature on the rate of photosynthesis
(e.g. in submerged aquatic plants)
• Define the term
limiting
factor as somethingpresent in the environment in such short
supply that it restricts life processes
• Explain the concept of limiting factors in
photosynthesis
• Explain the use of carbon dioxide enrichment,
optimum light and optimum temperatures in
glasshouse systems
Core
• Identify and label the cuticle, cellular and tissue
structure of a dicotyledonous leaf, as seen in
cross-section under the light microscope, and
describe the significance of these features in
terms of functions, to include:
• distribution of chloroplasts – photosynthesis
• stomata and mesophyll cells – gas exchange
• vascular bundles (xylem and phloem) – transport
and support
Core
• Describe the importance of:
• nitrate ions for protein synthesis
• magnesium ions for chlorophyll synthesis
• Describe the uses, and the dangers of overuse,
of nitrogen fertilisers
• Explain the effects of nitrate ion and
magnesium ion deficiency on plant growth
Core
• State what is meant by the term balanced diet
and describe a balanced diet related to age, sex
and activity of an individual
• Describe the effects of malnutrition in relation to
starvation, coronary heart disease, constipation
and obesity
Core
• Discuss ways in which the use of modern
technology has resulted in increased food
production (to include modern agricultural
machinery, chemical fertilisers, pesticides and
herbicides, artificial selection)
• Discuss the problems of world food supplies
• Discuss the problems which contribute to
famine (unequal distribution of food, drought
and flooding and increasing population)
Core
• Define
ingestion
as taking substances (e.g.food, drink) into the body through the mouth
• Define
egestion
as passing out of food that hasnot been digested, as faeces, through the anus
• Identify the main regions of the alimentary canal
and associated organs including mouth, salivary
glands, oesophagus, stomach, small intestine:
duodenum and ileum, pancreas, liver, gall
bladder, large intestine: colon and rectum, anus
• Describe the functions of the regions of the
alimentary canal listed above, in relation to
ingestion, digestion, absorption, assimilation
and egestion of food (cross reference 6.3.4,
6.3.5, 6.3.6 and 6.3.7)
Core
• Define
digestion
as the break-down of large,insoluble food molecules into small, watersoluble
molecules using mechanical and
chemical processes
• Identify the types of human teeth and describe
their structure and functions
• State the causes of dental decay and describe
the proper care of teeth
• Describe the process of chewing
• Describe the role of longitudinal and circular
muscles in peristalsis
• Outline the role of bile in emulsifying fats,
to increase the surface area for the action of
enzymes
• Describe how fluoride reduces tooth decay and
explain arguments for and against the addition
of fluoride to public water supplies
Core
• State the significance of chemical digestion in
the alimentary canal in producing small, soluble
molecules that can be absorbed
• State where, in the alimentary canal, amylase,
protease and lipase enzymes are secreted
• State the functions of a typical amylase, a
protease and a lipase, listing the substrate and
end-products
Core
• Define
absorption
as movement of digestedfood molecules through the wall of the intestine
into the blood or lymph
• Identify the small intestine as the region for the
absorption of digested food
• Describe the significance of villi in increasing
the internal surface area of the small intestine
• Describe the structure of a villus, including the
role of capillaries and lacteals
• State the role of the hepatic portal vein in the
transport of absorbed food to the liver
• Identify the role of the small intestine and
colon in absorption of water (the small intestine
absorbs 5–10 dm
3 per day, the colon 0.3–0.5 dm
3per day)
Core
• Define
assimilation
as movement of digestedfood molecules into the cells of the body where
they are used, becoming part of the cells
• Describe the role of the liver in the metabolism
of glucose (glucose
→
glycogen) and aminoacids (amino acids
→
proteins and destructionof excess amino acids)
• Describe the role of fat as an energy storage
substance
• Define
deamination
as removal of the nitrogen-containingpart of amino acids to form urea,
followed by release of energy from the
remainder of the amino acid
• State that the liver is the site of breakdown of
alcohol and other toxins
Core
• State the functions of xylem and phloem
• Identify the positions of xylem and phloem
tissues as seen in transverse sections of
unthickened, herbaceous, dicotyledonous roots,
stems and leaves
Core
• Identify root hair cells, as seen under the light
microscope, and state their functions
• State the pathway taken by water through root,
stem and leaf (root hair, root cortex cells, xylem,
mesophyll cells)
• Investigate, using a suitable stain, the pathway
of water through the above-ground parts
of a plant
• Relate the structure and functions of root
hairs to their surface area and to water and ion
uptake
Core
• Define
transpiration
as evaporation of water atthe surfaces of the mesophyll cells followed by
loss of water vapour from plant leaves, through
the stomata
• Describe how water vapour loss is related to
cell surfaces, air spaces and stomata
• Describe the effects of variation of temperature,
humidity and light intensity on transpiration rate
• Describe how wilting occurs
• Explain the mechanism of water uptake and
movement in terms of transpiration producing
a tension (‘pull’) from above, creating a water
potential gradient in the xylem, drawing
cohesive water molecules up the plant.
• Discuss the adaptations of the leaf, stem
and root to
three
contrasting environments,to include pond, garden and desert, with
emphasis on local examples (where
appropriate) and the factors described
in the core
Core
• Define
translocation
in terms of the movementof sucrose and amino acids in phloem;
• from regions of production
• to regions of storage OR to regions of
utilisation in respiration or growth
• Describe translocation throughout the plant
of applied chemicals, including systemic
pesticides
• Compare the role of transpiration and
translocation in the transport of materials from
sources to sinks, within plants at different
seasons
Core
• Describe the circulatory system as a system of
tubes with a pump and valves to ensure one-way
flow of blood
• Describe the double circulation in terms of a
low pressure circulation to the lungs and a high
pressure circulation to the body tissues and
relate these differences to the different functions
of the two circuits
Core
• Describe the structure of the heart including the
muscular wall and septum, chambers, valves and
associated blood vessels
• Describe the function of the heart in terms of
muscular contraction and the working of the
valves
• Investigate, state and explain the effect of
physical activity on pulse rate
• Describe coronary heart disease in terms of
the blockage of coronary arteries and state the
possible causes (diet, stress and smoking) and
preventive measures
Core
• Name the main blood vessels to and from the
heart, lungs, liver and kidney
• Describe the structure and
functions of arteries,
veins and capillaries
• Explain how structure and function are related
in arteries, veins and capillaries
• Describe the transfer of materials between
capillaries and tissue fluid
Core
• Identify red and white blood cells as seen under
the light microscope on prepared slides, and in
diagrams and photomicrographs
• List the components of blood as red blood cells,
white blood cells, platelets and plasma
• State the functions of blood:
• red blood cells – haemoglobin and oxygen
transport
• white blood cells – phagocytosis and
antibody formation
• platelets – causing clotting (no details)
• plasma – transport of blood cells, ions,
soluble nutrients, hormones, carbon dioxide,
urea and plasma proteins
• Describe the immune system in terms of
antibody production, tissue rejection and
phagocytosis
• Describe the function of the lymphatic
system in circulation of body fluids, and the
production of lymphocytes
• Describe the process of clotting (fibrinogen to
fibrin only)
Core
• Define
respiration
as the chemical reactions thatbreak down nutrient molecules in living cells to
release energy
• State the uses of energy in the body of humans:
muscle contraction, protein synthesis, cell
division, active transport, growth, the passage
of nerve impulses and the maintenance of a
constant body temperature